Rapid advances have recently been made in understanding how value-based decision-making processes are implemented in the brain. We integrate neuroeconomic and computational approaches with evidence on the neural correlates of value and experienced pleasure to describe how systems for valuation and decision-making are organized in the prefrontal cortex of humans and other primates. We show that the orbitofrontal and ventromedial prefrontal (VMPFC) cortices compute expected value, reward outcome and experienced pleasure for different stimuli on a common value scale. Attractor networks (...) in VMPFC area 10 then implement categorical decision processes that transform value signals into a choice between the values, thereby guiding action. This synthesis of findings across fields provides a unifying perspective for the study of decision-making processes in the brain. (shrink)

An approach to emotion is described in which emotions are defined as states elicited by instrumental reinforcers, that is, by stimuli that are the goals for action. This leads to a theory of the evolutionary adaptive value of emotions, which is that different genes specify different goals in their own self-interest, and any actions can then be learned and performed by instrumental learning to obtain the goals. The brain mechanisms for emotion in brain regions such as the orbitofrontal and anterior (...) cingulate cortex provide a foundation for understanding the neural basis of emotion. Classically conditioned effects may modulate the actions initiated by this system. In addition to this instrumental learning system, some stimuli may elicit responses, for example approach, withdrawal, or fixed action patterns, but intervening states are not required for this type of adaptive response. In addition, a rational thought system involved in multistep planning can allow gene-specified goals to be deferred or avoided in order to achieve longer-term types of goals that may be more advantageous to the individual than to the genes. (shrink)

The topics treated in The brain and emotion include the definition, nature, and functions of emotion (Ch. 3); the neural bases of emotion (Ch. 4); reward, punishment, and emotion in brain design (Ch. 10); a theory of consciousness and its application to understanding emotion and pleasure (Ch. 9); and neural networks and emotion-related learning (Appendix). The approach is that emotions can be considered as states elicited by reinforcers (rewards and punishers). This approach helps with understanding the functions of emotion, with (...) classifying different emotions, and in understanding what information-processing systems in the brain are involved in emotion, and how they are involved. The hypothesis is developed that brains are designed around reward-and punishment-evaluation systems, because this is the way that genes can build a complex system that will produce appropriate but flexible behavior to increase fitness (Ch. 10). By specifying goals rather than particular behavioral patterns of responses, genes leave much more open the possible behavioral strategies that might be required to increase fitness. The importance of reward and punishment systems in brain design also provides a basis for understanding the brain mechanisms of motivation, as described in Chapters 2 for appetite and feeding, 5 for brain-stimulation reward, 6 for addiction, 7 for thirst, and 8 for sexual behavior. Key Words: amygdala; brain evolution; consciousness; dopamine; emotion; hunger; orbitofrontal cortex; punishment; reward; taste. (shrink)

The representation of objects and faces by neurons in the temporal lobe visual cortical areas of primates has the property that the neurons encode relatively independent information in their firing rates. This means that the number of stimuli that can be encoded increases exponentially with the number of neurons in an ensemble. Moreover, the information can be read by receiving neurons that perform just a synaptically weighted sum of the firing rates being received. Some ways in which these representations become (...) grounded in the world are described. The issue of syntactic binding in representations, and of its value for a higher order thought system, is discussed. (shrink)

There are many advantages to defining emotions as states elicited by reinforcers, with the states having a set of different functions. This approach leads towards an understanding of the nature of emotion, of its evolutionary adaptive value, and of many principles of brain design. It also leads towards a foundation for many of the processes that underlie evolutionary psychology and behavioral ecology. It is shown that recent as well as previous evidence implicates the amygdala and orbitofrontal cortex in positive as (...) well as negative emotions. The issue of why emotional states feel like something is part of the much larger problem of phenomenal consciousness. It is argued that thinking about one's own thoughts would have adaptive value by enabling first order linguistic thoughts to be corrected. It is suggested that reflecting on and correcting one's own thoughts and plans would feel like something, and that phenomenal consciousness may occur when this type of monitoring process is taking place. (shrink)

Understanding consciousness is a truly multidisciplinary project, attracting intense interest from researchers and theorists from diverse backgrounds. Thus, we now have computational scientists, neuroscientists, and philosophers all engaged in the same effort. This book draws together the work of leading researchers around the world, providing insights from these three general perspectives. The work is highlighted by a rare look at work being conducted by Japanese researchers.

Memory, attention, and decision-making are three major areas of cognitive neuroscience. They are however frequently studied in isolation, using a range of models to understand them. This book brings a unified approach to understanding these three processes, showing how these fundamental functions can be understood in a common and unifying framework.

Why do we have emotions? What is the relationship between mind and brain? Why do we appreciate art? How do we make decisions? Why do so many people follow religions? Neuroculture considers the implications of our modern understanding of how the brain works, and how it can help us understand many mental issues central to everyday life.

Neurophysiological evidence showing that some neurons in the macaque inferior temporal visual cortex and cortex in the superior temporal sulcus have responses that are invariant with respect to the position, size, and in some cases view of faces, and that these neurons show rapid processing and rapid learning. This chapter provides a whole area of research which show how taste, olfactory, visual, and somatosensory reward is decoded and represented in the orbitofrontal cortex and has led to a theory of emotion, (...) of how and why the brain implements emotion, of some emotional disorders produced by brain damage, of the reward systems involved in appetite control, and of the brain mechanisms of decision-making. The responses of these neurons reflect solution of some of the major problems of visual perception. (shrink)

Memory, attention, and decision-making are three major areas of psychology. They are frequently studied in isolation, and using a range of models to understand them. This book brings a unified approach to understanding these three processes. It shows how these fundamental functions for cognitive neuroscience can be understood in a common and unifying computational neuroscience framework. This framework links empirical research on brain function from neurophysiology, functional neuroimaging, and the effects of brain damage, to a description of how neural networks (...) in the brain implement these functions using a set of common principles. The book describes the principles of operation of these networks, and how they could implement such important functions as memory, attention, and decision-making.The topics covered includeThe hippocampus and memoryReward and punishment related learning: emotion and motivationVisual object recognition learningShort term memoryAttention, short term memory, and biased competitionProbabilistic decision-makingAction selectionDecision-makingAlso included are tutorial appendices onNeural networks in the brainNeural encoding in the brain'Memory, Attention and Decision-Making' will be valuable for those in the fields of neuroscience, psychology, and cognitive neuroscience from advanced undergraduate level upwards. It will also be of interest to those interested in neuroeconomics, animal behaviour, zoology, evolutionary biology, psychiatry, medicine, and philosophy. The book has been written with modular chapters and sections, making it possible to select particular Chapters for course work. (shrink)

What produces emotions? Why do we have emotions? How do we have emotions? Why do emotional states feel like something? This book considers these questions, going beyond examining brain mechanisms of emotion, by proposing a theory of what emotions are, and an evolutionary, Darwinian, theory of the adaptive value of emotion.

This paper draws together as many as possible of the clues and pieces of the puzzle surrounding T.S. Eliot’s “infamous” literary term “objective correlative.” Many different scholars have claimed many different sources for the term, in Pound, Whitman, Baudelaire, Washington Allston, Santayana, Husserl, Nietzsche, Newman, Walter Pater, Coleridge, Russell, Bradley, Bergson, Bosanquet, and Arnold. This paper aims to rewrite this list by surveying those individuals who, in different ways, either offer the truest claim to being the source of the term, (...) or contributed the most to Eliot’s development of it: Allston, Husserl, Bradley, and Bergson. What the paper will argue is that Eliot’s possible inspiration for the term is more indebted to the idealist tradition, and Bergson’s aesthetic development of it, than to the phenomenology of Husserl. (shrink)

This paper draws together as many as possible of the clues and pieces of the puzzle surrounding T.S. Eliot’s “infamous” literary term “objective correlative.” Many different scholars have claimed many different sources for the term, in Pound, Whitman, Baudelaire, Washington Allston, Santayana, Husserl, Nietzsche, Newman, Walter Pater, Coleridge, Russell, Bradley, Bergson, Bosanquet, and Arnold. This paper aims to rewrite this list by surveying those individuals who, in different ways, either offer the truest claim to being the source of the term, (...) or contributed the most to Eliot’s development of it: Allston, Husserl, Bradley, and Bergson. What the paper will argue is that Eliot’s possible inspiration for the term is more indebted to the idealist tradition, and Bergson’s aesthetic development of it, than to the phenomenology of Husserl. (shrink)

This paper draws together as many as possible of the clues and pieces of the puzzle surrounding T.S. Eliot’s “infamous” literary term “objective correlative.” Many different scholars have claimed many different sources for the term, in Pound, Whitman, Baudelaire, Washington Allston, Santayana, Husserl, Nietzsche, Newman, Walter Pater, Coleridge, Russell, Bradley, Bergson, Bosanquet, and Arnold. This paper aims to rewrite this list by surveying those individuals who, in different ways, either offer the truest claim to being the source of the term, (...) or contributed the most to Eliot’s development of it: Allston, Husserl, Bradley, and Bergson. What the paper will argue is that Eliot’s possible inspiration for the term is more indebted to the idealist tradition, and Bergson’s aesthetic development of it, than to the phenomenology of Husserl. (shrink)

This paper draws together as many as possible of the clues and pieces of the puzzle surrounding T.S. Eliot’s “infamous” literary term “objective correlative.” Many different scholars have claimed many different sources for the term, in Pound, Whitman, Baudelaire, Washington Allston, Santayana, Husserl, Nietzsche, Newman, Walter Pater, Coleridge, Russell, Bradley, Bergson, Bosanquet, and Arnold. This paper aims to rewrite this list by surveying those individuals who, in different ways, either offer the truest claim to being the source of the term, (...) or contributed the most to Eliot’s development of it: Allston, Husserl, Bradley, and Bergson. What the paper will argue is that Eliot’s possible inspiration for the term is more indebted to the idealist tradition, and Bergson’s aesthetic development of it, than to the phenomenology of Husserl. (shrink)

It turns out that Rolls’s answer to Nagel’s (1974) question, "What is it like to be a bat?" is brusque: there is nothing it is like to be a bat . . . provided that bats don’t have a linguistically structured internal representational system that enables them to think about their first-order thoughts which are also linguistically structured. For phenomenal consciousness, a properly functioning system of higher-order linguistic thought (HOLT) is necessary (Rolls 1998, p. 262). By this criterion, (...) not only bats, but also a great portion of the animal kingdom, perhaps all animal species except humans, turn out to lack phenomenal consciousness. Indeed, even human babies, and perhaps infants before the early stages of acquiring their first language, are likely to lack such consciousness, if one considers the level of conceptual sophistication required by the HOLT hypothesis. In order to have a higher-order thought, one needs to have the concept of a. (shrink)

Neither ecologists nor economists can teach us what we most need to know about nature: how to value it. The Hebrew prophets claimed that there can be no intelligent human ecology except as people learn to use land justly and charitably. Lands do not flow with milk and honey for all unless and until justice rolls down like waters. What kind of planet ought we humans wish to have? One we resourcefully manage for our benefits? Or one we hold (...) in loving care? Science and economics can't teach us that; perhaps religion and ethics can. (shrink)

Neither ecologists nor economists can teach us what we most need to know about nature: how to value it. The Hebrew prophets claimed that there can be no intelligent human ecology except as people learn to use land justly and charitably. Lands do not flow with milk and honey for all unless and until justice rolls down like waters. What kind of planet ought we humans wish to have? One we resourcefully manage for our benefits? Or one we hold (...) in loving care? Science and economics can't teach us that; perhaps religion and ethics can. (shrink)

Rolls defines emotion as innate reward and punishment. This could not explain our results showing that people learn faster in a negative mood. We argue that what people know about their world affects their emotional state. Negative emotion signals a failure to predict negative reward and hence prompts learning to resolve the ignorance. Thus what you don't know affects how you feel.